ECME competency
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This document summarizes an essential course for medical educators (ECME) that aims to provide 12 expected outcomes. The course director, Dr. Rajin Arora, welcomes participants and quotes Sir William Osler, emphasizing the importance of teachers also being students. The document then reviews the evolution of faculty development from the 1970s to present, covering developments in learning theories, competencies, professionalism, assessment innovations and more. It discusses approaches to delivering different content to different people and phases of faculty development. Key features of successful faculty development programs are highlighted, including experiential learning, reflection, feedback, social learning and more.
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This document summarizes a journal article that advocates for the development of collaborative partnerships between teacher preparation programs and school districts to implement a clinical model for teacher training. It discusses how the medical field's clinical model can be adapted for teacher preparation. The article argues that meaningful clinical experiences that embed teacher candidates in classrooms with expert teachers throughout their training are needed. It also stresses the importance of developing personal mastery and team learning among faculty to successfully shift to a clinical practice model. As an example, the article describes how one university and its partner school districts collected feedback from new teachers and mentors that revealed gaps in traditional teacher preparation and supported implementing a more clinically-based program with embedded practice.
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School culture refers to the norms, values, beliefs, expectations and relationships within a school that develop over time. A school's culture is driven by administrators, teachers, students, staff and the surrounding community and can be either assessment-focused or student-focused. A positive school culture with shared goals and vision, collegiality, continuous learning, risk-taking and celebration helps improve student outcomes. Changing a school's culture is difficult and requires leaders to clearly define what will not change, lead by example, use appropriate change tools, and do the necessary work to build relationships and teach social skills. Principals can start building positive culture by strengthening relationships, modeling behavior, setting clear rules and praising good choices.Managing clinical day with audio
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Transparency is an essential part of developing and maintaining an ethical culture and a safety culture. We found two practices that significantly contributed to both - capitalizing on teachable moments and the active provision of detailed positive feedback. When we applied these to instances of evaluating performance, we found that they facilitated communication and supported the inquiry necessary to develop and sustain openness. While enforcement, an alternative approach, may evoke rapid compliance, it may also tend to reduce discussion. By contrast, we found that consideration of the vulnerability of those in non-compliance tended to ease the exchange and support the robust relations needed to create and maintain safe conditions. Appreciation for the state of intense interest and hunger for information characteristic of these teachable moments led to providing specific guidance that recipients were ready to use immediately. In addition, reinforcement of existing desirable practice via specific positive comments gave recipients the guidance necessary to build on their current foundation of skills, knowledge, and strengths. This presentation brings together research in neurological science, principles of management and evaluation, and cases of our observation to illustrate how performance evaluations can be leveraged to achieve an ethically responsive culture.
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Ecme orientate cpird 20 year
The Collaborative Project to Increase Production of Rural Doctors (CPIRD) was started in 1995 in Thailand to address the lack of rural physicians. It is a collaboration between the Ministry of Public Health and Ministry of Education to select and train medical students from rural areas. Students receive their pre-clinical training at 14 partner universities and clinical training at 37 Medical Education Centers. The program aims to increase the number of physicians working in rural hospitals by obligating graduates to work in rural areas for 3-12 years. Over 11,000 students have graduated since 1995, with high graduation and licensing exam passing rates. Evaluation shows CPIRD graduates are more likely to continue working in rural areas long-term compared to regular graduates.
Ecme orientate CPIRD faculty development
The document discusses the Faculty Development Program (FDP) run by the Center for Professional and Institutional Development at the Ministry of Public Health in Thailand. The FDP aims to develop competencies in medical teachers in four areas - medical knowledge, research skills, educational knowledge, and generic skills. It outlines the expected outcomes of the program and the four phases of faculty development. It also provides details about past programs conducted since 1995 and future plans to focus on specialty clinical training, fellowships, and research networks through collaborations.
How to help mahidol
This document discusses self-learning and instructional design for facilitating self-learning. It introduces Kolb's experiential learning cycle and theories by Dewey, Grasha, and others. Different types of self-learning are presented, from dependent to independent. The key to successful self-learning is identified as instructional design, and examples are given such as seminars, games, and web-based assessments to support different levels of self-learning.
E learning
This document discusses e-learning options for an MEC (medical education center) and considerations for implementation. It defines e-learning as computer-based or web-based learning. Key aspects of e-learning management include having sufficient network infrastructure, hardware, software, and course content. Content examples provided are course materials, videos, e-books, collaborative learning tools, and clinical references. The document poses questions about the goals of implementing e-learning - whether it will replace, complement, or supplement traditional learning, and if completion will be a requirement.
Hand out spices
The SPICES model outlines 6 dimensions that characterize medical education approaches from teacher-centered to student-centered, from information gathering to problem-based, from discipline-based to integrated, from hospital-based to community-based, from standard programs to electives, and from opportunistic to systematic.
How to help students learn
This document discusses self-learning and instructional design. It covers types of self-learning like directed self-learning, peer learning, active learning, and independent learning. John Dewey believed in "learning by doing." Successful self-learning requires instructional design that facilitates learning rather than direct teaching. Different types of self-directed learning include seminars using study guides and case discussions, games to learn about contraceptives, and web-based assessments for independent learning. The key to effective self-learning is instructional design that supports different levels of independence and learning styles.
Good teacher
The document discusses nine different "diseases of the curriculum" that can affect medical education, including curriculosclerosis, carcinoma of the curriculum, and curriculum disesthesia. It also examines different models for structuring medical curricula, such as the teacher-centered versus student-centered SPICES model and the twelve different roles of a teacher including information provider, role model, and facilitator. The document emphasizes that a good teacher wants to be a good teacher and perform their various roles effectively.
Teach in classroom
This document discusses different teaching methods used in the classroom, including lectures and small group learning. Lectures are described as an efficient way for teachers to provide an overview and stimulate student interest, but they risk students merely memorizing facts without understanding. Small group learning is presented as more student-centered and promoting skills like problem-solving. Key factors for effective small group learning include the group size, preparation from both students and tutors, and ensuring adequate resources and feedback. The document also examines different learning and teaching styles to optimize instruction.
AMEE 2 CPIRD 2012
Rajin Arora, MD from AMEE discusses pursuing an appropriate curriculum for rural doctors that focuses on the most needed skills like Ob-Gyn ultrasonography, forensic medicine, and hospital quality management. The curriculum should emphasize concise training in specialties like surgery, family medicine, and community medicine, as well as simulation-based medical education and skills applicable to rural areas like internal medicine, pediatrics, and trauma care.
Intro RIME
This document outlines a workshop series called "RIME" held by the Center for Promotion of Instruction and Research Development (CPIRD) to help participants develop and refine their proposals for submission to the Association for Medical Education in Europe conference. The series consists of three workshops over the course of 2012-2013 focused on proposal development, a pre-conference workshop, and final preparation for presentation, culminating in the March 2013 abstract submission deadline for AMEE.
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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centuries, evolving its structure over time and space. In the present era, these changes have
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cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
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changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
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crucial for coordinated efforts across different administrative levels. Advanced technologies like
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
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ECME competency
- 1. ECME Essential Course for Medical Educator “12 Expected Outcomes” ! ! ! ! ! Rajin Arora, MD ECME Course Director
- 2. “It goes without saying that no man can teach successfully who is not the same time a student” ! Sir William Osler, 1849-1919
- 5. The evolution of FD 1970s Behavioural theories Write measurable outcomes Table of specification Exercises and feedback Evaluate learners behaviours McLean M, et al. 2008
- 6. The evolution of FD 1980s Cognitive theories Activate prior knowledge Scaffolding of new knowledge Activities/ engagement/ understanding McLean M, et al. 2008
- 7. The evolution of FD 1990s Social learning theories Student-centered learning PBL/ Collaborative learning Professionalism/ role model Community-based Cores/ electives EBM McLean M, et al. 2008
- 8. The evolution of FD 1990s Social learning theories CME/ life-long learning Reflective practitioner Learning environment Peer assessment Assessment innovations Med Ed research McLean M, et al. 2008
- 9. The evolution of FD 2000s Professionalism Patient-centered education Early clinical exposure/ integration Authentic learning and assessment Patient safety Portfolios Outcome-based/ competency-based ICT, internet, virtual Med school McLean M, et al. 2008
- 10. The evolution of FD 2000s Professionalism Bioethics Cultural diversity Accreditation BEME Reflection Self-assessment Med Ed units/ educator training McLean M, et al. 2008
- 11. How to deliver different contents to different people?
- 13. 4 Phases of Faculty Development Orientation Generic skills for teachers Specific competency for different COPs - e.g. clinical teaching, PBL, assessment, standard setting, mentor Educational leadership - Educator and administrator. Benor DE. Med Teach 2000; 22(5): 503-512.
- 14. Excellence Teacher Competencies A B C Doing the right thing Doing thing right Right person doing it Hesketh EA, et al. Med Educ 2001; 35(6): 555-64.
- 15. A: ’Doing the right thing’ - What a teacher is able to do 1. Teach large and small groups 2. Teach in a clinical setting 3. Facilitate and manage learning 4. Plan learning 5. Develop learning and work with resources 6. Assess trainees 7. Evaluate courses and undertake research in education Excellence Teacher Competencies Hesketh EA, et al. Med Educ 2001; 35(6): 555-64.
- 16. B: ‘Doing the thing right’ - How teacher approaches teaching 8. Intellectual intelligence: understand principles of education 9. Emotional intelligence: appropriate attitude, ethics, legal 10.Analytical & creative intelligence: appropriate decision- making skill, BEME Excellence Teacher Competencies Hesketh EA, et al. Med Educ 2001; 35(6): 555-64.
- 17. C: ’Right person doing it’ - Doctor as a professional teacher 11.Role of teacher in health service and university: balance between service, teaching, research, quality management, administration 12.Continuous personal development Excellence Teacher Competencies Hesketh EA, et al. Med Educ 2001; 35(6): 555-64.
- 19. “The greatest difficulty in life is to make knowledge effective, to convert it into practical wisdom” ! Sir William Osler, 1849-1919
- 20. Key features of FDP success Experiential learning: workshops, hands-on, practice Promote reflection Value of feedback: in and after class Important of peers: social learning Adult learning theory Multiple instructional methods. Steinert Y, et al. BEME Guide No. 8. Med Teach 2006; 28(6): 497-526.
- 21. ENJOY TEACHING !